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方案：促进自我调节的有效学前干预措施的关键特征：系统评价与荟萃分析

PROTOCOL: Key characteristics of effective preschool-based interventions to promote self-regulation: A systematic review and meta-analysis.

作者信息

Kanayama Atsushi, Siraj Iram, Moeyaert Mariola, Steiner Kat, Yu Elie ChingYen, Ereky-Stevens Katharina, Iwasa Kaoru, Ishikawa Moeko, Kahlon Mehar, Warnatsch Rahel, Dascalu Andreea, He Ruoying, Mehta Pinal P, Robinson Natasha, Shi Yining

机构信息

Department of Education University of Oxford Oxford UK.

Department of Educational and Counseling Psychology The State University of New York Albany New York USA.

出版信息

Campbell Syst Rev. 2024 Apr 2;20(2):e1383. doi: 10.1002/cl2.1383. eCollection 2024 Jun.

DOI:10.1002/cl2.1383
PMID:38566844
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC10985547/
Abstract

This is the protocol for a Cochrane Review. The objectives are as follows: The aim of this systematic review is to advance our understanding of the key characteristics of effective preschool-based interventions designed to foster self-regulation. To accomplish this, the review addresses the following questions: 1. What types of preschool-based interventions have been developed to promote self-regulation? 2. What is the average effect of these preschool-based interventions on self-regulation, focusing on four key constructs: integrative effortful control, integrative executive function, self-regulation, and self-regulated learning? 3. What characteristics-such as Resource Allocation, Activity Type, and Instruction Method-could potentially contribute to the effects of preschool-based interventions in promoting self-regulation?

摘要

这是一项Cochrane系统评价的方案。目标如下：本系统评价的目的是增进我们对旨在培养自我调节能力的有效学前干预措施关键特征的理解。为实现这一目标，该评价解决以下问题：1. 已开发出哪些类型的学前干预措施来促进自我调节？2. 这些学前干预措施对自我调节的平均效果如何，重点关注四个关键结构：综合努力控制、综合执行功能、自我调节和自我调节学习？3. 哪些特征——如资源分配、活动类型和教学方法——可能有助于学前干预措施在促进自我调节方面产生效果？

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